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Motivational components of underachievement.

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References

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1978An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure.1,183 cited
1978The Development of the Concepts of Effort and Ability, Perception of Academic Attainment, and the Understanding That Difficult Tasks Require More Ability923 cited
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1977Self-concept of ability and perceived evaluation of others: Cause or effect of academic achievement?376 cited
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1979Attention and Cognitive Development278 cited
2013Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities264 cited

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1980

Cognitive-motivational characteristics of children varying in reading ability: Evidence for learned helplessness in poor readers.

264 cited

1984Cognitive strategies and educational performance264 cited

Cited by

2000The role of task-avoidant and task-focused behaviors in the development of reading and mathematical skills during the first school year: A cross-lagged longitudinal study.190 cited
2012Motivation Research in Writing: Theoretical and Empirical Considerations152 cited
1998Self-Regulation Behaviors in Underprepared (Developmental) and Regular Admission College Students140 cited
2000Adolescents' Achievement Strategies, School Adjustment, and Externalizing and Internalizing Problem Behaviors139 cited
2006Academic underachievement: Relationship with cognitive motivation, achievement motivation, and conscientiousness131 cited
2003The Roles of Achievement-Related Behaviours and Parental Beliefs in Children's Mathematical Performance123 cited
2002Developmental dynamics of achievement strategies, reading performance, and parental beliefs123 cited
2017How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology118 cited
2013A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement114 cited
1999Processing of anaphoric devices in young skilled and less skilled comprehenders: Differences in metacognitive monitoring111 cited
2007Emotional experiences during test taking: Does cognitive ability make a difference?108 cited
2003Motivational Profile and Academic Achievement Among Students Enrolled in Different Schooling Tracks103 cited
1995Long-term development of learning activity: Motivational, cognitive, and social interaction99 cited
2013Higher-order structure of noncognitive constructs and prediction of PISA 2003 mathematics achievement96 cited
1992The effect of computer‐assisted instruction format and initial attitude on the arithmetic facts proficiency and continuing motivation of students with learning disabilities94 cited
2001Motivational Characteristics of Under-achievers in Hong Kong88 cited